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Heaton presented the sample of an oral English rating scale that used 1-6 points. Below is the frame of Heaton
’s Oral English Rating Scale:
Table 2.1 6
Pronunciation good – only 2 and 3 grammatical errors -
not much searching for words - very few long pauses - fairly easy to understand - very few interruptions
necessary - has mastered all oral skills on course. 5
Pronunciation slightly influenced by L1 - a few grammatical errors but most sentences correct -
sometimes searchers for words - not too many long pauses - general meaning fairly clear but a few
interruption necessary - has mastered almost all oral skills on course.
4 Pronunciation influenced a little by L1 - a few
grammatical errors but only 1 or 2 causing serious confusion - searches for words - a few unnatural pauses -
conveys general meaning fairly clearly - a few interruptions necessary but intention always clear - has
mastered most of oral skills on course.
3 Pronunciation influenced by L1 - pronunciation and
grammatical errors - several error cause serious confusion - longer pauses to search for word meaning -
fairly limited expressions - much can be understood although some effort needed for parts - some
interruptions necessary - has mastered only some of oral skills on course.
2 Several serious pronunciation errors - basic grammar
errors - unnaturally long pauses - very limited expressions -needs some effort to understand much of it -
interruptions often necessary and sometimes has difficulty in explaining or making meaning clearer - only
a few of oral skills on course mastered.
1 A lot of serious pronunciation errors - many basic
grammar errors - full of unnaturally long pauses - very halting delivery - extremely limited expressions - almost
impossible to understand - interruptions constantly necessary but cannot explain or make meaning clearer -
very few of oral skills on course mastered.
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Each element characteristic is defined into six chart behavioral statements as stated in frames above. The writer will
objectively see the characteristic of each students speaking ability whether they achieve 1,2,3,4,5 and 6. In order to case the
computation, the writer converts the small score of Heaton to scale of 100 as follow:
6= 87-100 5= 77-86
4= 67-76 3= 57-66
2= 46-56 1= below 45
18
11. Reciprocal Teaching Technique
Before implementation of reciprocal teaching technique, it is necessary to know how the reciprocal teaching technique is.
Based on Farris ’s description, she stated that reciprocal teaching
is one of the most carefully researched, prominent strategies. In this cooperative learning procedure, the teacher and the students
work together to develop an understanding of the text. There are four thoughtfully integrated comprehension strategies at the core
of this approach, prediction, questioning, seeking clarification, summarization.
19
It means that, reciprocal teaching technique is a process to comprehend text by using four steps which is done by the teacher
and the students to build their speculation about the text. Reciprocal teaching is an approach used by teacher in
cooperative learning method by applying four learning strategy, those are questioning, clarifying, summarizing, and predicting.
Moreover, Santrock indicate that reciprocal teaching approach is a model of teaching involves the teacher and the students. In this
approach, the teacher is explaining and modeling the strategy in comprehending the text firstly. Afterwards, the teacher asks the
18
J. B Heaton, Classroom Testing: Longman Keys to Language Teaching, New York: Longman, 1990, p.70-71.
19
Pamela J. Farris, Teaching Reading a Balance Approach for Today’s
Classrooms, New York: The McGraw-Hill Company, 2004, p.340.
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students to demonstrate the strategy and gives support when the students have learned. Therefore, the students will be motivated
in teaching and learning process. Because it claims the students involvement or scaffolding system.
20
Meanwhile, Elizabeth Walter defines, reciprocal as a reciprocal action or arrangement involve two people or groups of
people who behave in the same way or agree to help each other and give each other advantages.
21
In other words, reciprocal is regarded as an interaction between two people or more gain same
purpose cooperatively. Meanwhile teaching derived from word teach, it is defined as to give someone knowledge or to train
someone.
22
According to Palinscar and Brown, there are four components of reciprocal teaching, they are questioning,
clarifying, summarizing and predicting: Questioning involves the identification of information,
themes, and ideas that are central and important enough to warrant further consideration. The central or important
information, themes, or ideas are used to generate questions that are then used as self-tests for the reader. Questioning provides a
contexts for exploring the text more deeply and assuring the construction of meaning.
Summarizing is the process of identifying the important information, themes, and ideas within a text, integrating these
into a clear and concise statement that communicates the essential meaning of the text. It may be based on a single
paragraph, a section of text, or an entire passage. Summarizing provides the impetus to create a context for understanding the
specifics of a text.
Clarifying involves the identification and clarification of unclear, difficult, or unfamiliar aspects of a text. These aspects
may include awkward sentence or passage structure, unfamiliar vocabulary, unclear references, or obscure concepts. Clarifying
20
Jhon.W. Santrock, Psikologi Pendidikan, Jakarta:Prenada Media Group, 2007, p.427.
21
Elizabeth Walter, Cambridge Advance Learner’s Dictionary Third
Edition, Cambridge: Cambridge University Press, p.1187.
22
Elizabeth Walter, Cambridge Advance Learner’s..., p.1492.
